The concept of two cultures recognized by Charles Percy Snow may have implications beyond a lack of understanding and respect between two conflicting worlds of intellectuals. This widening chasm in the United States affects the education of our public school students. Technology and economics, intelligence testing, the "No Child Left Behind Act," college entrance requirements, national standardized testing are some of the contributors to an educational value system skewed toward reading, math, and science. If Howard Gardner is correct in his theory of multiple intelligences then the public school education one-size-fits-all system may be detrimental to the success and self-confidence of children whose inherent intelligence is not in linguistics, mathematical reasoning, or science. This paper examines some of the societal factors put on public school education such as political rhetoric, the disparity in grant funding between sciences and the arts, the pressures of curricula created by college entrance requirements, the role of technology in the economy, and the media's preferential interest in success in math and science. There are observations of the decline of interest in the arts in society as well as in public schools and comments about the implications of an artistic subculture.